Students' Perspectives on Learner-Centred Teaching and Perceived Communication Competence in Undergraduate Anatomy Education in Nigeria
This study of undergraduate anatomy students at Babcock University in Nigeria reveals that greater exposure to learner-centred teaching practices significantly predicts higher self-perceived communication competence, supporting the integration of such pedagogies to enhance professional readiness in health sciences.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
In the training of future doctors, the classroom has long been a place of quiet observation. Students sit and listen as an instructor explains the intricate map of the human body, memorizing names and locations while the teacher delivers the information. This traditional approach treats learning as a one-way transfer of facts. Yet, modern education increasingly recognizes that knowing the material is only half the battle; the other half is the ability to discuss, explain, and collaborate on that knowledge. This shift toward "learner-centred teaching" moves the student from the back row to the centre of the room. Instead of passive listening, students engage in group discussions, teach one another, and solve problems together. The goal is to build not just a repository of anatomical facts, but a set of transferable skills, including the ability to communicate clearly and confidently. In the high-stakes world of medicine, where a doctor must explain a diagnosis to a frightened family or coordinate with a surgical team, these communication skills are as vital as the medical knowledge itself.
Researchers at Babcock University in Nigeria set out to see if this active style of teaching actually helps students become better communicators. They focused on undergraduate students studying anatomy, the branch of medicine that deals with the structure of the body. The team surveyed 111 students, asking them to reflect on their classroom experiences. They wanted to know if the students felt that methods like working in groups, giving presentations, and discussing real-life medical cases had improved their ability to speak, listen, and explain complex ideas. The study did not test the students with a standardized speaking exam; instead, it relied on the students' own perceptions of their growth, asking them to rate their confidence and clarity after experiencing these different teaching styles.
The results offered a clear picture of how these students felt about their learning journey. The majority of the participants were young adults, mostly in their third or fourth year of study, and they reported a strong connection between active learning and their communication skills. When students were frequently asked to work in teams, present their findings to the class, or debate medical scenarios, they felt significantly more capable. The data showed that students who experienced more of these learner-centred activities felt much more confident in their ability to speak in front of peers, explain anatomical terms accurately, and listen effectively during discussions. For instance, a large portion of the students noted that they felt more attentive in class when the teaching was interactive. They also reported that they had become better at tailoring their explanations to different audiences, a crucial skill for a doctor who must speak differently to a colleague than to a patient.
The students themselves identified the specific moments that helped them grow. In their written comments, they pointed to group projects and team-based activities as major boosters for their verbal confidence. They found that preparing for and delivering formal presentations helped them organize their thoughts and speak more fluently. The practical side of their training, such as dissecting bodies and working in labs, also played a role, as it forced them to articulate complex physical concepts clearly to their partners. Furthermore, they valued the feedback they received from instructors during these interactive sessions, noting that open question-and-answer periods made them feel safer to express their ideas. The students suggested that expanding these methods—perhaps by using more visual aids like 3D models or by slowing down the pace of lectures to allow for more discussion—would further enhance their learning.
While the study confirms a strong link between active learning and self-perceived communication skills, the researchers were careful to note the limits of their findings. Because the study looked at a single group of students at one point in time, it cannot prove that the teaching style caused the improvement, only that the two happened together. The findings are based on what the students believed about their own abilities, not on an objective test of their speaking performance. However, the consistency of the responses suggests that when students are given the chance to participate, collaborate, and reflect, they feel more equipped to handle the communication demands of their future profession. The study concludes that integrating these interactive strategies into anatomy courses is a promising way to build the professional skills that medical graduates need, especially in educational settings where resources may be limited. It suggests that the path to becoming a competent doctor involves not just memorizing the body, but learning how to talk about it with others.
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